Culturally Sensitive Interventions and Substance Use: A Meta-Analytic Review of Outcomes among Minority Youths

Autor/inn/en	Hodge, David R.; Jackson, Kelly F.; Vaughn, Michael G.
Titel	Culturally Sensitive Interventions and Substance Use: A Meta-Analytic Review of Outcomes among Minority Youths
Quelle	In: Social Work Research, 36 (2012) 1, S.11-19 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1070-5309
DOI	10.1093/swr/svs008
Schlagwörter	Drinking; Program Effectiveness; Meta Analysis; Cultural Awareness; Intervention; Substance Abuse; Minority Groups; Intervals; Marijuana; Youth; Counseling Techniques + Suchen Sie Ihr Suchwort? Trinken; Meta-analysis; Metaanalyse; Cultural identity; Kulturelle Identität; Drug use; Drug consomption; Drogenkonsum; Ethnische Minderheit; Jugend; Jugendlicher; Jugendalter; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	This study assessed the effectiveness of culturally sensitive interventions (CSIs) ("N" = 10) designed to address substance use among minority youths. Study methods consisted of systematic search procedures, quality of study ratings, and meta-analytic techniques to gauge effects and evaluate publication bias. The results, across all measures and time frames, reveal small effects (Hedges's "g" = 0.118, 95% confidence interval [CI] = 0.004 to 0.232). For recent alcohol use, the effects were small (Hedges's "g" = 0.225, 95% CI = 0.015 to 0.435). For recent marijuana use, the effects failed to achieve significance (Hedges's "g" = 0.610, 95% CI = -0.256 to 1.476). Suggestions for enhancing the effectiveness of CSIs are discussed along with the benefits and limitations of using meta-analyses versus narrative reviews to assess intervention effectiveness in emerging areas of research. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://swr.oxfordjournals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10